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Why coding? Why now? From coding to computational thinking through computational mathematics problem based learning (CM-PBL)

4th Industrial revolution are spreading around the world, embedding the technology into societies. In the digital revolution, high technological tools and resources are regularly being developed. There has been increased attention on learning coding in education field, in order to nurture sufficient...

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Main Authors: Ku, Soh Ting, Talib, Othman, Md. Yunus, Aida Suraya, Zolkepli, Maslina
Format: Conference or Workshop Item
Language:English
Published: Faculty of Educational Studies, Universiti Putra Malaysia 2019
Online Access:http://psasir.upm.edu.my/id/eprint/76795/1/ICERP_2019-7.pdf
http://psasir.upm.edu.my/id/eprint/76795/
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spelling my.upm.eprints.767952020-02-06T01:25:02Z http://psasir.upm.edu.my/id/eprint/76795/ Why coding? Why now? From coding to computational thinking through computational mathematics problem based learning (CM-PBL) Ku, Soh Ting Talib, Othman Md. Yunus, Aida Suraya Zolkepli, Maslina 4th Industrial revolution are spreading around the world, embedding the technology into societies. In the digital revolution, high technological tools and resources are regularly being developed. There has been increased attention on learning coding in education field, in order to nurture sufficient number of young generation to fill in 50 percent of jobs opportunity in science, technology, engineering, and mathematics (STEM) which are computing-related. It is increasingly clear that our new generation need to think critically to solve the ill-structured problems, uncertain and complex real world problems. Computational thinking is beneficial in providing automated or semi-automated solutions in problems solving in combination with critical thinking. Therefore, computational thinking is becoming an important implication in science and mathematics as well as in almost every other fields. This fact is reflected in the recent implementation of computer coding in the Malaysia’s school curriculum to nurture 21st century skills among students. Computational thinking is one of the conceptual foundations which required combination of data and ideas to solve problems effectively and efficiently. Computational thinking is essential to computing and information science (i.e., algorithmically, with or without the assistance of computers) to solve problems with solutions that are reusable in different contexts. Promoting different kind of skills and abilities among students is important to solve the complexity problem in real world. Thus, it is a challenging task for many instructors to create a learning environment who lack of feasible resources availability and research-based information to redesign their teaching pedagogies. This conceptual framework is aimed at two goals: (1) development of deep learning, connected computational thinking through the mathematical curriculum instructional model which able to enhance students’ problem solving abilities and (2) implementation of the designed model to assist teacher in education who has practicing difficulty in elementary classrooms after adopting teacher enactment of problem-based curriculum resources. To achieve these goals, computational mathematics problem based learning (CM-PBL) instructional strategy is developed to promote an active learning environment for classroom management involving problem solving. Rather than emphasizing student learning passively through listening, watching, practicing exercises and imitating isolated skills, the CM-PBL learning framework allowing students to simulate and build their own computational models to support their self-learning and understanding of mathematic concepts. It is also highlights ways that students can evolve from technical skills in using technology to soft engineering skills by using coding knowledge. Faculty of Educational Studies, Universiti Putra Malaysia 2019 Conference or Workshop Item PeerReviewed text en http://psasir.upm.edu.my/id/eprint/76795/1/ICERP_2019-7.pdf Ku, Soh Ting and Talib, Othman and Md. Yunus, Aida Suraya and Zolkepli, Maslina (2019) Why coding? Why now? From coding to computational thinking through computational mathematics problem based learning (CM-PBL). In: 5th International Conference on Educational Research and Practice (ICERP) 2019, 22-23 Oct. 2019, Palm Garden Hotel, Putrajaya, Malaysia. (pp. 88-98).
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description 4th Industrial revolution are spreading around the world, embedding the technology into societies. In the digital revolution, high technological tools and resources are regularly being developed. There has been increased attention on learning coding in education field, in order to nurture sufficient number of young generation to fill in 50 percent of jobs opportunity in science, technology, engineering, and mathematics (STEM) which are computing-related. It is increasingly clear that our new generation need to think critically to solve the ill-structured problems, uncertain and complex real world problems. Computational thinking is beneficial in providing automated or semi-automated solutions in problems solving in combination with critical thinking. Therefore, computational thinking is becoming an important implication in science and mathematics as well as in almost every other fields. This fact is reflected in the recent implementation of computer coding in the Malaysia’s school curriculum to nurture 21st century skills among students. Computational thinking is one of the conceptual foundations which required combination of data and ideas to solve problems effectively and efficiently. Computational thinking is essential to computing and information science (i.e., algorithmically, with or without the assistance of computers) to solve problems with solutions that are reusable in different contexts. Promoting different kind of skills and abilities among students is important to solve the complexity problem in real world. Thus, it is a challenging task for many instructors to create a learning environment who lack of feasible resources availability and research-based information to redesign their teaching pedagogies. This conceptual framework is aimed at two goals: (1) development of deep learning, connected computational thinking through the mathematical curriculum instructional model which able to enhance students’ problem solving abilities and (2) implementation of the designed model to assist teacher in education who has practicing difficulty in elementary classrooms after adopting teacher enactment of problem-based curriculum resources. To achieve these goals, computational mathematics problem based learning (CM-PBL) instructional strategy is developed to promote an active learning environment for classroom management involving problem solving. Rather than emphasizing student learning passively through listening, watching, practicing exercises and imitating isolated skills, the CM-PBL learning framework allowing students to simulate and build their own computational models to support their self-learning and understanding of mathematic concepts. It is also highlights ways that students can evolve from technical skills in using technology to soft engineering skills by using coding knowledge.
format Conference or Workshop Item
author Ku, Soh Ting
Talib, Othman
Md. Yunus, Aida Suraya
Zolkepli, Maslina
spellingShingle Ku, Soh Ting
Talib, Othman
Md. Yunus, Aida Suraya
Zolkepli, Maslina
Why coding? Why now? From coding to computational thinking through computational mathematics problem based learning (CM-PBL)
author_facet Ku, Soh Ting
Talib, Othman
Md. Yunus, Aida Suraya
Zolkepli, Maslina
author_sort Ku, Soh Ting
title Why coding? Why now? From coding to computational thinking through computational mathematics problem based learning (CM-PBL)
title_short Why coding? Why now? From coding to computational thinking through computational mathematics problem based learning (CM-PBL)
title_full Why coding? Why now? From coding to computational thinking through computational mathematics problem based learning (CM-PBL)
title_fullStr Why coding? Why now? From coding to computational thinking through computational mathematics problem based learning (CM-PBL)
title_full_unstemmed Why coding? Why now? From coding to computational thinking through computational mathematics problem based learning (CM-PBL)
title_sort why coding? why now? from coding to computational thinking through computational mathematics problem based learning (cm-pbl)
publisher Faculty of Educational Studies, Universiti Putra Malaysia
publishDate 2019
url http://psasir.upm.edu.my/id/eprint/76795/1/ICERP_2019-7.pdf
http://psasir.upm.edu.my/id/eprint/76795/
_version_ 1662756573370384384
score 13.211869

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